Relationship between Computer-Based Reading Activities and Reading Achievements among Hong Kong and U.S. Students: A Comparative Study Using PIRLS 2011 Data.
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| Title: | Relationship between Computer-Based Reading Activities and Reading Achievements among Hong Kong and U.S. Students: A Comparative Study Using PIRLS 2011 Data. |
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| Authors: | Dan LI1, Jian WANG2 |
| Source: | Frontiers of Education in China. Oct2014, Vol. 9 Issue 4, p552-576. 25p. 3 Charts. |
| Subject Terms: | *Computer assisted reading instruction, *Reading level of students, *Academic achievement, *Reading, *Reading interests |
| Geographic Terms: | China, United States |
| Abstract: | Reading for personal interest and acquiring and using information using various reading processes are important parts of reading literacy that students need to develop in order to progress successfully through their schooling and fully function in the information society. Computer assisted reading instructional activities are assumed useful in improving the reading literacy of students, especially reading processes. However, students in Hong Kong and the US demonstrated a substantial performance gap in reading proficiency. Using the data from Progress in International Reading Literacy (PIRLS) 2011, this study examines whether and to what extent four computer-based reading instructional activities influence students’ performance in reading processes central to reading for interest and acquiring and using information in Hong Kong and the US. It found that computer-based reading activities are associated with students’ literacy performance in different ways in the two places. In particular, the more often Hong Kong students used the computer to read, the lower the reading achievement in all reading processes measured. However, in the US context, using the computer to write is positively associated with students’ reading scores in all reading processes while using software is negatively related to their reading performance in using all the reading processes. [ABSTRACT FROM AUTHOR] |
| Copyright of Frontiers of Education in China is the property of Higher Education Press Limited Company and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 101041252 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Relationship between Computer-Based Reading Activities and Reading Achievements among Hong Kong and U.S. Students: A Comparative Study Using PIRLS 2011 Data. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Dan+LI%22">Dan LI</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Jian+WANG%22">Jian WANG</searchLink><relatesTo>2</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Frontiers+of+Education+in+China%22">Frontiers of Education in China</searchLink>. Oct2014, Vol. 9 Issue 4, p552-576. 25p. 3 Charts. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Computer+assisted+reading+instruction%22">Computer assisted reading instruction</searchLink><br />*<searchLink fieldCode="DE" term="%22Reading+level+of+students%22">Reading level of students</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br />*<searchLink fieldCode="DE" term="%22Reading%22">Reading</searchLink><br />*<searchLink fieldCode="DE" term="%22Reading+interests%22">Reading interests</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink><br /><searchLink fieldCode="DE" term="%22United+States%22">United States</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Reading for personal interest and acquiring and using information using various reading processes are important parts of reading literacy that students need to develop in order to progress successfully through their schooling and fully function in the information society. Computer assisted reading instructional activities are assumed useful in improving the reading literacy of students, especially reading processes. However, students in Hong Kong and the US demonstrated a substantial performance gap in reading proficiency. Using the data from Progress in International Reading Literacy (PIRLS) 2011, this study examines whether and to what extent four computer-based reading instructional activities influence students’ performance in reading processes central to reading for interest and acquiring and using information in Hong Kong and the US. It found that computer-based reading activities are associated with students’ literacy performance in different ways in the two places. In particular, the more often Hong Kong students used the computer to read, the lower the reading achievement in all reading processes measured. However, in the US context, using the computer to write is positively associated with students’ reading scores in all reading processes while using software is negatively related to their reading performance in using all the reading processes. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Frontiers of Education in China is the property of Higher Education Press Limited Company and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/BF03397040 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 25 StartPage: 552 Subjects: – SubjectFull: Computer assisted reading instruction Type: general – SubjectFull: Reading level of students Type: general – SubjectFull: Academic achievement Type: general – SubjectFull: Reading Type: general – SubjectFull: Reading interests Type: general – SubjectFull: China Type: general – SubjectFull: United States Type: general Titles: – TitleFull: Relationship between Computer-Based Reading Activities and Reading Achievements among Hong Kong and U.S. Students: A Comparative Study Using PIRLS 2011 Data. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Dan LI – PersonEntity: Name: NameFull: Jian WANG IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 10 Text: Oct2014 Type: published Y: 2014 Identifiers: – Type: issn-print Value: 1673341X Numbering: – Type: volume Value: 9 – Type: issue Value: 4 Titles: – TitleFull: Frontiers of Education in China Type: main |
| ResultId | 1 |
